Grade 4 math Practice workbook



center300003017520Grade 4 math Practice workbookAchievement First Elementary Math9410036300Grade 4 math Practice workbookAchievement First Elementary MathPractice Workbooks - Achievement First Elementary Math – Grade 4Contents TOC \o "1-3" \h \z \u Workbook A PAGEREF _Toc416092978 \h 44.OA.A.1 – Interpret a multiplication equation as a comparison and represent verbal statements of multiplicative comparisons as multiplication equations, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7, and 7 times as many as 5. PAGEREF _Toc416092979 \h 44.OA.B.4 – Using whole numbers in the range 1-100, find all factor pairs for a given whole number, recognize that a given whole number is a multiple of each of its factors, determine whether a given whole number is a multiple of a given one-digit number, and determine whether a given whole number is prime or composite. PAGEREF _Toc416092980 \h 84.OA.C.5 – Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. PAGEREF _Toc416092981 \h 14Workbook B PAGEREF _Toc416092982 \h 184.NBT.A.1 – Generalize place value understanding for multi-digit whole numbers. Recognize that in a multi-digit whole number less than or equal to 1,000,000, a digit in one place represents ten times what it represents in a place to its right. PAGEREF _Toc416092983 \h 184.NBT.A.2 – Read and write multi-digit whole numbers less than or equal to 1,000,000 using base-ten numerals, number names, and expanded form. Compare two multi-digit whole numbers based on the meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. PAGEREF _Toc416092984 \h 284.NBT.A.3 – Use place value understanding to round multi-digit whole numbers, less than or equal to 1,000,000 to any place. PAGEREF _Toc416092985 \h 34Workbook C PAGEREF _Toc416092986 \h 394.NBT.B.4 – Fluently add and subtract multi-digit whole numbers, with sums less than or equal to 1,000,000, using the standard algorithm. PAGEREF _Toc416092987 \h 39Workbook D PAGEREF _Toc416092988 \h 454.NBT.B.5 – Multiply a whole number of up to four digits by a one-digit number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations and explain the calculations by using equations, rectangular arrays, and/or area models. PAGEREF _Toc416092989 \h 454.NBT.B.6 – Find whole-number quotients and remainders with up to 4-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equation, rectangular arrays, and/or area models. PAGEREF _Toc416092990 \h 514.MD.A.1 – Know relative sizes of measurement units within one system of units including ft, in; km, m, cm, g; lb, oz; l, ml; hr, min, sec. Within a single system of measurement, express measurement in a larger unit in terms of a smaller unit. Record measurement equivalents in a conversion two-column table. (Conversions are limited to one-step conversions.) PAGEREF _Toc416092991 \h 564.MD.A.3 – Apply the area and perimeter formula for rectangles in real-world and mathematical problems. PAGEREF _Toc416092992 \h 61Workbook E PAGEREF _Toc416092993 \h 674.NF.A.1 – Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by using visual fraction models with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. (Denominators are limited to 2, 3, 4, 5, 6, 8, 10, 12, and 100.) PAGEREF _Toc416092994 \h 674.NF.A.2 – Compare two fractions with different numerators and different denominators, e.g. by creating common denominators or numerators or by comparing to a benchmark fraction such as ?. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g. by using a visual fraction model. (Denominators are limited to 2, 3, 4, 5, 6, 8, 10, 12, and 100.) PAGEREF _Toc416092995 \h 724.NF.B.3b – Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition in an equation. Justify decompositions, e.g. by using a visual fraction model. Examples 3/8 = 1/8 + 1/8 + 1/8, 3/8 = 2/8 + 1/8 (Denominators are limited to 2, 3, 4, 5, 6, 8, 10, 12, and 100.) PAGEREF _Toc416092996 \h 774.NF.B.3c – Add and subtract mixed numbers with like denominators, e.g. by replacing each mixed number with an equivalent fraction and/or by using properties of operations and the relationship between addition and subtraction. PAGEREF _Toc416092997 \h 814.NF.B.4a – Understand a fraction a/b as a multiple of 1/b. PAGEREF _Toc416092998 \h 864.NF.B.4 – Multiply a fraction by a whole number. PAGEREF _Toc416092999 \h 894.NF.B.4b – Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. PAGEREF _Toc416093000 \h 89Workbook F PAGEREF _Toc416093001 \h 924.NF.C.5 – Express a fraction with a denominator 10 as an equivalent fraction with a denominator 100 and use this technique to add two fractions with respective denominators 10 and 100. PAGEREF _Toc416093002 \h 924.NF.C.6 – Use decimal notation for fractions with denominators 10 or 100. PAGEREF _Toc416093003 \h 964.NF.C.7 – Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions e.g. by using a visual model. PAGEREF _Toc416093005 \h 101Workbook G PAGEREF _Toc416093006 \h 1074.G.A.1 – Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. PAGEREF _Toc416093007 \h 1074.G.A.3 – Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. PAGEREF _Toc416093008 \h 112Workbook H PAGEREF _Toc416093010 \h 1174.MD.C.6 – Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. PAGEREF _Toc416093011 \h 1174.MD.C.7 – Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measure of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real-world and mathematical problems, e.g., by using an equation with a letter for the unknown angle measure. PAGEREF _Toc416093012 \h 122Workbook A 4.OA.A.1 – Interpret a multiplication equation as a comparison and represent verbal statements of multiplicative comparisons as multiplication equations, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7, and 7 times as many as 5. Which shows 5 times as many as 4? a. 4 + 5 = _____ b. 4 ÷ 5 = _____ c. 4 x 5 = _____ d. 4 – 5 = _____32 is four times as many as ______________.Which set of equations shows 2 times more than 15?2 ÷ 15 = b 2 x 15 = b 2 ÷ b = 1515 ÷ 2 = b 15 x 2 = b 15 x b = 2Solve to find b: ___________________What is 6 times as many as 30? _______________________Which equation below shows 4 times as old as 7? d. 4 x 7 = A e. A x 4 = 7 f. 7 ÷ A = 4 g. 7 ÷ 2 = AWhich equations show a way to represent 3 times as many as 10? Circle all equations that could represent this problem.a. 10 ÷ 3 = _________ b. 3 x _________ = 10 c. 10 x 3 = _________ d. _________ ÷ 3 = 10 e. _________ ÷ 10 = 3 f. 10 ÷ _________ = 3Which two equations represent the statement “56 is 8 times as many as 7?” Select the two correct answers.a. 56 = 8 + 7 b. 56 = 8 x 7 c. 56 = 8 x 8 d. 56 = 7 + 8 e. 56 = 7 x 881 is 9 times as many as _________.Which equation shows how to find 8 times as many as 4?a. 8 ÷ 4 = 2 b. 8 – 4 = 4 c. 4 x 8 = 32 d. 4 + 8 = 12Which statement is represented by the equation: 20 x 3 = 60a. The number 20 is 3 less than 60.b. The number 60 is 20 more than 3.c. The number 20 is 3 times as much as 60.d. The number 60 is 3 times as much as 20.3 times as much as 6 is ________.Which equation can be used to determine 6 times as many as 30?a. 30 – 6 = ? b. 30 ÷ 6 = ? c. 30 x 6 = ? d. 3- + 6 = ?Write an equation that represents the statement “56 is 8 times as many as 7.” _____________________________Which statement is represented by the equation: 30 x 6 = 180?a. The number 180 is 6 less than 30.b. The number 180 is 30 more than 6.c. The number 30 is 180 times more than 6.d. The number 180 is 6 times more than 30.Write an equation that matches the statement below.The number 90 is 3 times more than 30._____________________________Fill in the blanks to make the statements true.4 times as much as 3 is _______.10 times as much as 9 is _______.Fill in the blank to complete the comparison. _____________?is?2?times as large as?7.Fill in the blanks to make the statements true.2 times as much as 4 is _______.10 times as much as 4 is _______.Which statement represents the given equation, 24 = 4 × 6?24 is ? of 6 b. 24 is 4 less than 6 c. 24 is 4 times greater than 6 d. 4 is 6 times greater than 24The number?28?is?4 times as large as?7.Write this comparison as a multiplication equation._____________________________64 is 8 times as many as ___________.Fill in the blank to complete the comparison. 20?is? _____________times as large as?4.Write the multiplication equation that matches this statement: “16 is two times greater than 8.”_____________________________Which equation represents this statement: six times as much as twelve12 ÷ 6 = ?6 + 12 = ?6 x ? = 126 x 12 = ? 5 times as much as 6 is _________. 27 is 9 times as many as ____________. 4.OA.B.4 – Using whole numbers in the range 1-100, find all factor pairs for a given whole number, recognize that a given whole number is a multiple of each of its factors, determine whether a given whole number is a multiple of a given one-digit number, and determine whether a given whole number is prime or composite. 1. Which of these numbers is a multiple of 6?a. 16 b. 41 c. 30 d. 252. Which factor of 80 is NOT a factor of 16?a. 1 b. 4 c. 8 d. 103. Find all of the factor pairs for 49. Then decide if it is composite or prime. Factors: ____________________________________Composite or Prime? __________________________4. Which of these is NOT a multiple of 7? a. 15 b. 21 c. 35 d. 565. Decide which numbers are factors of 15. Cross out the numbers that are NOT factors. Then, list the factor pairs. Possible Factors: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 15 Factor Pairs: ______________________________________________6. Create a factor rainbow for 45. Then list all the factors on the line below. __________________________7. Circle all of the numbers below that are factors of 15 and 24. a. 1 b. 24 c. 15 d. 3 e. 08. Which of these is a multiple of 4? Circle all possible answers. a. 12 b. 16 c. 4 d. 189. What are all of the factor pairs for 32?__________________________10. Find all of the factor pairs for 39. Then decide if it is composite or prime. Factors: ____________________________________Composite or Prime? __________________________11. List five multiples of 8: ______ ______ ______ ______ ______12. Which numbers are factors of both of 32 and 48? Circle all that apply.1 2 3 4 6 8 12 16 24 4813. In a through d, write whether each number is prime or composite. Prove your answer by listing the factors pairs of the given product.NumberFactor PairsPrime or Composite? a.34b.46c.53d.8314. Select the correct equation. a. 35 ÷ 7 = 5 b. 45 ÷ 5 = 8 c. 3 x 8 = 32 d. 4 x 7 = 2115. Which group of numbers lists factors of both 24 and 48?a. 0, 3, 4, 48 b. 3, 6, 8 16c. 1, 2, 16, 48 d. 3, 4, 12, 2416. Find an odd number greater than 2 and less than 20 that is composite.__________________________17. Find four numbers that are factors of both 56 and 62. ________ ________ ________ _______18. Find all of the factor pairs for the number 72. Circle One: Prime Composite__________________________19. Find a number that is a multiple of 7 and 8. __________________________20. Find all the common factors of 56 and 64. There are 4.____________ ____________ ____________ ____________22. How many factor pairs does the number 90 have? _____________________23. What is a number that is both a multiple of 6 and a multiple of 7?_____________________24. What are two common factors of 63 and 72?_____________________25. Find all of the factors for the number 40._____________________4.OA.C.5 – Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Determine the rule, and complete the pattern.7, 14, ______, 28, ______, 42, _________Rule: ___________________________________3, ______, 12, 24, _______, 96, ________Rule: ___________________________________ Hours Worked467912Bricks Laid120180210________360Rule: ___________________________________ 7, ______, 11, 13, _______, 17, ________Rule: ___________________________________42, 38, _______, _______, 26, ______Rule: ___________________________________ Input23467Output361021____Rule: ___________________________________ InputOutput30415267Rule: ___________________________________ InputOutput1627384Rule: ___________________________________ InputOutput123044050Rule: ___________________________________ 7, 12, ______, 22, 27, _______Rule: ___________________________________ 5, 10, 20, 40, 80, ______, _______Rule: ___________________________________ 118, 106, 94, _______, 70, ______, _______Rule: ___________________________________ 37, ______, 55, 64, 73, _____, 91 ______Rule: ___________________________________ 30, 27, _____, 21, ______, _______, _________Rule: ___________________________________ Input4845423936Output46424037____Rule: ___________________________________ InputOutput24486128161020Rule: ___________________________________6, 12, ______, 24, ______, 36, _________Rule: ___________________________________2, ______, 14, 20, _______, 32, ________Rule: ___________________________________ Input467912Output324856________96Rule: ___________________________________ 7, ______, 15, 19, _______, 27, ________Rule: ___________________________________46, 37, _______, _______, 10, ______Rule: ___________________________________ Input23467Output361021____Rule: ___________________________________Workbook B 4.NBT.A.1 – Generalize place value understanding for multi-digit whole numbers. Recognize that in a multi-digit whole number less than or equal to 1,000,000, a digit in one place represents ten times what it represents in a place to its right. The number 567 is multiplied by 100. Which statement is true about the 6 in the product?a. The value of the digit 6 in the product is 6.b. The value of the digit 6 in the product is 60.c. The value of the digit 6 in the product is 600.d. The value of the digit 6 in the product is 6000.What is ten times less than 300? _____________________Which statement explains how the value of the 6 in the numbers 360 and 3600 are different?360 is 100 times less than 3600360 is ten times greater than 36003600 is 100 times greater than 3603600 is ten times greater than 3608 thousands = ______ hundredsa. 8000 b. 8 c. 800 d. 80In the number 4,043, the 4 in the tens place is __________ times less than the 4 in the thousands place.What is ten times less than 3,500?353503.53,490Use whatever strategy helps you solve the problem. 3 tens x 100 = ______ tens = ____________What is 10,000 times more than 2?$20,000$200$2,000$210,000Anita is ten times older than her little sister. Her little sister is 3 years old. How old is Anita? _____________________________The number 348 is multiplied by 10. What is the value of the digit 4 in the product?a. The value of the digit 4 in the product is 4.b. The value of the digit 4 in the product is 40.c. The value of the digit 4 in the product is 400.d. The value of the digit 4 in the product is 4000.The value of the digit 5 in the number 52,789 is 10 times the value of the digit 5 in which number?a. 36,563b. 45,642c. 27,971d. 502,62212. Write a number that has a 3 that represents a value a hundred times less than the value represented by the 3 in the number 34,972._____________________________13. In the number 48,789 how many times greater is the digit in the thousands place than the digit in the tens place? 14. The number 257 is multiplied by 1,000. What is the new value of the digit 5 in the product?_____________________________15. The number 234 is multiplied by 10. Which statement is true about the digit 2 in the product?a. The value of the digit 2 in the product is 20.b. The value of the digit 2 in the product is 200.c. The value of the digit 2 in the product is 2,000.d. The value of the digit 2 in the product is 20,000.16. The number 147,976 has the digit 7 in two different places. How many times greater is the value represented by the 7 in the thousands place then the value of the 7 in the tens place?_____________________________17. The value of the 6 in 306,278 is 10 times the value of the 6 in which number?a. 21,637b. 360,541c. 412,016d. 521,36718. The value of the digit 4 in the number 42,780 is 10 times the value of the digit 4 in which number?a. 146,703b. 426,135c. 34,651d. 10,40019. 24,000 is _____ times more than 2,400.a. 100 b. 10 c. 1,000 d. 10,00020. 4,000 is _____ times less than 400,000.a. 100 b. 10 c. 1,000 d. 10,00021. Fill in the blank to make the statement true.114,974The 4 in the thousands place is _______ the value of the 4 in the ones place.22. The number 324 is multiplied by 100. Which statement is true about the 2 in the product?a. The value of the digit 3 in the product is 30.b. The value of the digit 3 in the product is 300.c. The value of the digit 3 in the product is 3,000.d. The value of the digit 3 in the product is 30,000.23. Fill in the blank to make the statement true. 324,312The 3 in the hundred-thousands place is _______ the value of the 3 in the hundreds place.24. Write a number in which the value of the digit 4 in the number 41,792 is 10 times the value a digit 4 in your number. _____________________________25. The value of the 7 in 173,891 is 1,000 times the value of the 7 in which number?a. 319,702 b. 267,865 c. 420,379 d. 721,45126. Write a number in which the value of the digit 7 in the number 52,729 is 10 times the value a digit 7 in your number. _____________________________27. The value of the 5 in 520,379 is 1,000 times the value of the 5 in which number?a. 315,702 b. 267,568 c. 263,591 d. 751,461The value of the digit 6 in the number 62,789 is 10 times the value of the digit 6 in which number?a. 31,643b. 46,342c. 27,961d. 602,32229. Write a number that has a 3 that represents a value a hundred times less than the value represented by the 3 in the number 304,254?_____________________________30. In the number 29,631 how many times greater is the digit in the thousands place than the digit in the tens place? _____________________________ The number 863 is multiplied by 1,000. What is the new value of the digit 6 in the product?_____________________________32. The number 765 is multiplied by 10. Which statement is true about the digit 7 in the product?a. The value of the digit 7 in the product is 70.b. The value of the digit 7 in the product is 700.c. The value of the digit 7 in the product is 7,000.d. The value of the digit 7 in the product is 70,000.33. Write a number in which the value of the digit 2 in the number 52,729 is 10 times the value a digit 2 in your number. _____________________________34. The value of the 6 in 263,591 is 1,000 times the value of the 6 in which number?a. 615,702 b. 267,518 c. 520,679 d. 751,461The value of the digit 7 in the number 62,789 is 10 times the value of the digit 7 in which number?a. 376,643b. 46,372c. 27,961d. 602,722Write a number that has a 4 that represents a value a hundred times less than the value represented by the 4 in the number 436,251?_____________________________4.NBT.A.2 – Read and write multi-digit whole numbers less than or equal to 1,000,000 using base-ten numerals, number names, and expanded form. Compare two multi-digit whole numbers based on the meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. Write 261,905 in expanded and written form. Expanded: ______________________________________________________ Written: ________________________________________________________Write 16 ten-thousands + 5 thousands + 64 tens in standard form.__________________________________________________________________Show two different ways to express 506,182 using written and expanded form: Expanded: ______________________________________________________ Written: ________________________________________________________Do the following show 12,325? Write Yes or No for each.a.10,000 + 2,000 + 300 + 20 + 5b.123 thousands + 325 onesc.1 thousand + 2 hundreds + 325 onesd.10 thousand + 23 hundreds + 325 onese. 5,000 + 7,000 + 300 + 25f.12,300 + 20 + 5Fill in the table below: StandardExpandedWrittenSix hundred seventy-two thousand sixty-sevenWrite each number in standard form: 52 tens and 3 ones ___________________________Fill in the table below: StandardExpandedWritten500,000 + 60,000 + 1,000 + 900 + 30 + 4Fill in the table below: StandardExpandedWritten705,910 Which number makes the comparison true? Circle one. _________ > 145,987 154,987 145,978Arrange these numbers from least to greatest. 354,792 453,927 453,729 ______________________________________________Write a 4 digit number that is greater than 9,904, but less than 11, 321. _____________________Rewrite the following numbers in standard form. 200,000 + 70,000 + 4,000 + 500 + 4 _____________________ 2,000 + 800 + 10 _____________________ 1,000 + 300 + 40 + 8 _____________________ 200,000 + 30,000 + 2,000 + 70 + 4 _____________________ 60,000 + 6,000 + 500 + 20 _____________________ 5,000 + 600 + 50 + 2_____________________Compare the numbers using < or >.10,525 ______ 10,25521,120 ______ 20,12157,775 ______ 75,55765,065 ______ 65,06573,022 ______ 7,47714,010 ______ 14,00149,919 ______ 94,49180,404 ______ 80,044What is the expanded form of 50,201?___________________________________________________Which expression can be used to show 270,240 written in expanded form?a. 200,000 + 7,000 + 200 + 4b. 200,000 + 7,000 + 200 + 40c. 200,000 + 70,000 + 200 + 40d. 200,000 + 70,000 + 200 + 4Tell whether each statement is true or false.TrueFalse4581 > 4000 + 800 + 50 +140 hundreds + 50 tens + 81 ones = 4,5814 thousands + 8 hundreds + 1 ten + 5 ones > 4,581Compare the two numbers using < or >.36,594 ______ 56,49344,062 ______ 44,260291,974 ______ 219,979Arrange these numbers from greatest to least. Re-write them in standard form.300,000 + 5,000 + 60,000 ___________________________________Three Hundred Six Thousand Two Hundred __________________________30 + 300,000 + 70,000___________________________________________________________________________________________________________What is the expanded form of 50,201?__________________________________________________________________-914400114300Select True or False for each comparison.Select True or False for each comparison.TrueFalse5,418 > 5,000 + 800 + 40 + 150 hundreds + 40 tens + 81 ones = 4,5815 thousands + 8 hundreds + 1 ten + 4 ones < 5,41821. Read the unit form and write the number in standard form. 8 thousands 9 hundreds 4 ones =____________________________________20 thousands 9 tens 4 ones = ____________________________________3 ten thousands 2 hundreds 4 tens 9 ones = ______________________________Write 206,345 in unit form.__________________________________________________________________________Write 21,879 in unit form. ___________________________________________________________________________Write 670,348 in unit form. ___________________________________________________________________________Write each number in unit form:763,802: _________________________________________________________70,298: _________________________________________________________309,185: _________________________________________________________Which is another way to write 8 ten thousands 3 thousands 7 ones 4 tens 5 hundreds?a. 38,457b. 83,754c. 803,574d. 83,547Which is another way to write 3 thousands 2 ten thousands 7 tens 1 hundred 8 ones?a. 23,718b. 23,178c. 32,871d. 32,781Write 345,206 in unit form.___________________________________________________________________________Write 97,219 in unit form. ___________________________________________________________________________Write 804,670 in unit form. ___________________________________________________________________________Write 10,016 in word form. ________________________________________________________________Write a number that is greater than 34, 789____________________ Rewrite the following number in standard form: 30,000 + 4,000 + 90 + 2____________________Compare the following numbers with <, >, or =. 14, 617 ______ 10,000 + 4,000 + 600 + 204.NBT.A.3 – Use place value understanding to round multi-digit whole numbers, less than or equal to 1,000,000 to any place. What is 355 rounded to the nearest 10? ____________________________What is 641 rounded to the nearest 100? ____________________________Which numbers round to 400, when rounded to the nearest hundred? Circle all that apply. 445 290 356 501 425 330 469The table below shows the amount of money that was made at the fundraiser carwash each day last weekend.4213413970600On which day does the amount of money made round to $200 when rounded to the nearest hundred? Answer: ______________________________What is 561 rounded to the nearest ten? _________________What is 561 rounded to the nearest hundred? _________________Jay rounded a number to the nearest ten and got 480. What could his original number have been?___________________Sally rounded a number to the nearest hundred and got 600. Which number could be Sally’s original number? a. 643b. 400c. 522d. 701e. 562Aiden rounded a number and got 340. Which below number could have been his original number? 336 347 350___________________Write 3 numbers that round to 50,000 when rounded to the nearest 10,000. _____________ _____________ _____________Round 664,418… To the nearest ten: ______________To the nearest hundred: ______________To the nearest thousand: ______________To the nearest ten thousand: ______________To the nearest hundred thousand: ___________Which number rounds to 120,000 when rounded to the nearest ten thousand? 125,678 116,034 112,625 20,789Round each number to the nearest hundred-thousand:6,532 _______________98,324______________ 834,239 ______________ Jequan rounds 175,231 to 175,200; what place value was he rounding to?________________________Round each number to the nearest ten-thousand. 3,976 ______________ 14,568_______________ 747,867 _________________To what place value would you be rounding if you rounded the number 117,290 to 120,000?Which two numbers round to 300,000 when rounded to the nearest hundred thousand? a. 306,999 b. 352,384 c. 399,999d. 245,678 e. 289,653Write a number that could be rounded to 340,000 when rounded to the nearest ten thousand.________________________18. Which two numbers could be rounded to 430,000 when rounded to the nearest ten thousand?a. 328,782b. 437,651c. 435,826d. 432,198e. 424,307What is 478,901 rounded to the nearest ten thousand?________________________What is the largest number that can be rounded to 2,500 when rounded to the nearest ten?________________________What is 34,541 rounded to the nearest thousand?________________________Find the smallest number that rounds to 400 when rounded to the nearest hundred.________________________Find all of the numbers that round to 340 when rounded to the nearest ten.________________________A is an unknown number. When you round A to the nearest thousand, you get 21,000. When you round A to the nearest hundred, you get 20,500.Write A in the box that shows its location on the number line.Round 869,907 to the nearest hundred. ________________________Workbook C 4.NBT.B.4 – Fluently add and subtract multi-digit whole numbers, with sums less than or equal to 1,000,000, using the standard algorithm. Find the difference. 51,348 and 22,122. _________________34055054762500Use the standard algorithm to solve. 2,265 + 15,426 _________________32631535737400Use the standard algorithm to solve.Use a strategy that makes sense to you to solve. 71,543 + 13,921 = _______________Use a strategy that makes sense to you to solve.59,637 – 34,721 = _______________462,722 - 208,519 = _____________________786805 – 505817 = __________________________ 56432 – 33224=__________________34246+54231=__________________506, 999 + 1, 287 = __________________1,000 – 456 = _____________________3434+443+2=__________________7+5251+375=__________________67,800 – 9, 893 = ___________________Workbook D 4.NBT.B.5 – Multiply a whole number of up to four digits by a one-digit number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations and explain the calculations by using equations, rectangular arrays, and/or area models. Solve. 12 x 9 = ______22 x 41 = _______92 x 33 = ______17 x 82 = _______15 x 12 = _______51 x 15 = _______19 x 63 = _____________ = 11 x 18 _______ = 29 x 17_______ = 34 x 26 _______ = 36 x 4947 x 14 = _____27 x 56 = ______________ = 18 x 32Find the product. 3 x 900 = ____________Use a place value array to solve. 4 x 534 = ______Find the product. 6 x 2,452 = ______Find the missing factor. 2 x ________ = 1,800Find the product. 3,025 x 6 = ________Find the product. 5 x 600 = ____________Solve. 32 x 21= __________Solve. 21 x 93 = ______52 x 43 = _______19 x 23 = ______27 x 52 = _______5 x 120 = _______53 x 25 = _______9 x 632 = _____________ = 11 x 185 _______ = 296 x 7_______ = 348 x 2 _______ = 3,643 x 4472 x 4 = _____7 x 5,631 = ______________ = 8 x 3297112054991000Fill in the missing partial products. Then solve.32 x 26 = _________Find the missing factor. 30 x ______ = 900Find the product. 6 x 2,304 = ___________Find the product. 8 x 300 = ______Calculate the product of 64 x 35. 32 x 24481 x 9366656459800Fill in the partial products and then solve.29 x 41 = _____5,607 x 7 = __________181927517526000Find the area._______________________________Write an equation that matches the area model. 5645158471600_________________________2,546 x 6 = ________34 x 22 = ________6819162816400705 x 254 x 168,901 x 34.NBT.B.6 – Find whole-number quotients and remainders with up to 4-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equation, rectangular arrays, and/or area models. Stephanie solved a division problem using the area model. What division problem did she solve? _________________________5,082 ÷ 6 =Solve using the area model to?finding missing side length.??1,071?÷ 3 = ______________________________308 ÷ 7 = ____________Solve 46 ÷ 3 using an area model.?448 ÷ 3 = ____________12547602655800Solve. 2031?÷ 8 = ____________?462 ÷ 7 = ____________28,000 ÷ 7 = _____________508 ÷ 3 = ______________1,010 ÷ 9 = _____________576 ÷ 6 = _____________What is the missing number? 5,600 ÷ 8 = _________13259179988200Solve. 1,600 ÷ 40 = ____________13980835378900Solve. 432 ÷ 4 = ____________Solve. 640 ÷ 80 = _____________504 ÷ 6 = _____________1,832?÷ 3 = ______________?352298011665300Find the length of the side that is missing. 2,008 ÷ 4 = ___________1,709 ÷ 3 = ____________972 ÷ 6= ___________4.MD.A.1 – Know relative sizes of measurement units within one system of units including ft, in; km, m, cm, g; lb, oz; l, ml; hr, min, sec. Within a single system of measurement, express measurement in a larger unit in terms of a smaller unit. Record measurement equivalents in a conversion two-column table. (Conversions are limited to one-step conversions.)Circle the best unit of measurement.2 meters or 20 centimetersLitersMilliliters1251015Fill in the conversion table. Jorge wants to measure the height of his dinner table. Which tool would be best for Jorge to use?A. ruler B. yardstick C. thermometer D. tablespoonA spoon holds: center1143000Less than a cup1 cup1 quart1 pint5 gallons 3 quarts = __________ quartsMetersCentimeters15152230Fill in the conversion table. Which unit of measure would be best to use to measure the mass of a car? meters B. kilograms C. grams D. ouncesWhich unit of measure would be best to measure the length of a bus? Inches b. ounces c. feet d. milesComplete the table. GallonsQuarts1241215Which unit of measure would be best to measure the capacity of a coffee mug? Ounces b. Liters c. Teaspoons d. CupsComplete the table. QuartsPints1261016Circle the correct response. A pool holds… 30 gallons or 3,000 gallons153035226060007 gallons 2 quarts = __________ quarts3 quarts 1 pint = __________ pintsYardsFeet1257Fill in the conversion table. 9 pints 3 cups = __________ cups25062702640900Circle one. 2 cups 2 quartsAnswer true or false for the following statement. If it is false rewrite one side to make it true. 1 gallon < 5 quarts __________________Fill in the conversion table. PoundsOunces1251015Answer true or false for the following statement. If it is false rewrite one side to make it true. 4 liters = 4,000 milliliters __________________Answer true or false for the following statement. If it is false rewrite one side to make it true. 15 pints < 28 cups __________________FeetInches125105 feet 7 inches = ___________ inches13 yards 6 feet = __________ feet6 liters 893 mL = ____________ milliliters4.MD.A.3 – Apply the area and perimeter formula for rectangles in real-world and mathematical problems. Find the perimeter of the shape below.146740461700Perimeter ____________What is the area and perimeter of a square that has side lengths that are all 8 inches long?Area________________ Perimeter____________What is the area of the shape below?2571754381500 Area ______________ What is the area of the shape?1502913099200Area _______________ Find the area and perimeter of rectangle A, which has a length of 4 feet and a width of 2 feet.Area____________ Perimeter _____________What is the area and perimeter of a shape that is 5 inches wide and 9 inches long?Area____________ Perimeter _____________Find the perimeter of the shape below.1238257556500Perimeter _____________A rectangular flowerbed in the city park has an area of 12 meters. The width of the flowerbed is 3 meters. What is the length of the flowerbed? ______________________A rectangle is 6 meters wide. The length is 2 meters more than its width. What is the area and perimeter of the rectangle?Area____________ Perimeter _____________What is the length of the missing side?23069619906900______________________34560024857500What is the perimeter of this shape? Perimeter _____________Find the area and perimeter of a shape that has a length of 7 feet and a width of 10 feet.Area____________ Perimeter _____________24328545545400 Find the area of the shape. Area____________ What is the perimeter of the shape?Area____________ Perimeter _____________What is the area and perimeter of a square that has a side length of 13 ft? Area____________ Perimeter ____________Find the area of the shape. -358932876600Area____________ 028384500What is the perimeter of the shape below? Perimeter____________ 029273500What is the perimeter of the shape below? Perimeter____________ 029210000What is the area of the shape below? Area____________ What is the area and perimeter of a rectangle with a length of 10 ft. and a width of 24 ft.? Area____________ Perimeter _____________029273500What is the area of the shape below? Area____________What is the area and perimeter of a square with a length of 15 inches? Area____________ Perimeter _____________What is the perimeter of the shape below? 013129100Perimeter _____________4381525867300How many meters of fencing would you need for the garden shown below?____________________What is the area of the garden above? Area____________ Workbook E 4.NF.A.1 – Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by using visual fraction models with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. (Denominators are limited to 2, 3, 4, 5, 6, 8, 10, 12, and 100.)371014432385001. Find the missing digit to make the expression true:0282575002. Write two equivalent fractions to describe this picture. ____________ and _____________3. Which fraction is equivalent to 3/4 ? a. 8/12 b. 7/8 c. 9/12 d. 3/8342900270510004. The figure below has 2/3 of its whole shaded gray. Decide if each fraction is equal to 2/3. Select Yes or No for each fraction. YesNo46128125. Which digit belongs in the numerator to make the expression true? 3069590952500a. 9 b. 4 c. 2 d. 80214988006. Write two equivalent fractions to describe the picture below: ____________ and ______________Use multiplication to find an equivalent fraction for 56. -8001024003000Find two equivalent fractions for the fraction shown in the model below. ____________ and ______________Which of these is an equivalent fraction for 1/3 ? a. 1/6 b. 3/6 c. 2/3 d. 3/957150037465000 Which fractions is equivalent to the shaded picture below:a. 3/5b. 4/10 c. 8/15 d. 6/2068580049657000Use the number line to find an equivalent fraction for the one shown in the model._______________________Partition a number line from 0 to 1 into fourths. Decompose 3/4 to show two different equivalent fractions.______________ and ________________Vera wants to find how many twelfths are equal to ?. Which tape diagram below could she use to find her equivalent fraction?461010000Write two fractions that are equivalent to 1/3 ____________ and ___________Which fraction is equal to 2/5?A. 1/10B. 2/10C. 4/10D. 5/102771775000Find two equivalent fractions for ____________ and ___________26633024302700Write two equivalent fractions for the picture shown below: ____________ and ___________Write two equivalent fractions for 812____________ and ___________028384500Write an equivalent fraction for the model shown below: __________________center13017500Write two equivalent fractions for 276225015113000____________ and ___________Write two equivalent fractions for____________ and ___________Write an equivalent fraction for the one shown in the model below: 2219416001000 ___________7039218478500Write two equivalent fractions for the one shown in the model below: ____________ and ___________4.NF.A.2 – Compare two fractions with different numerators and different denominators, e.g. by creating common denominators or numerators or by comparing to a benchmark fraction such as ?. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g. by using a visual fraction model. (Denominators are limited to 2, 3, 4, 5, 6, 8, 10, 12, and 100.)Select True or False for each comparison. TrueFalseWhich fraction is greater than ? ?A 6/9 B 3/6 C 5/8 D 9/1017978504400500Compare:Compare the following fraction by using <, >, or =. 2/6 of a gallon of paint ______ 2/6 of a teaspoon of paintCompare the following fractions by using <, >, or =.2/4 of a pencil bag _______ 2/4 of a back packOn the lines below write an X next to all the fractions that are more than ?. a. ? _________ b. 5/12 _________ c. 2/5 _________Put the following fractions in order from least to greatest: 6/6, 2/5, 5/10, 5/8, 8/6_______________________________Compare using <, >, or =.410 ______ 23Compare using <, >, or =.310 ______ 38Mr. Liu asked the students in his fourth grade class to measure their heights. Here are some of the heights they recorded:Sarah 4 2/3 feet J’dah 4 ? feet Andy 4 ? feet Hassan 4 ? feetList the four students from tallest to shortest.________________________________________A recipe uses 3/5 cups butter, 3/4 cups sugar, and 1/2 cup light brown sugar. Order the ingredients from least to greatest. ________________________________________Compare using <, >, or =.? ______ 35Mary, Edna, and Lucy ran these distances on Saturday:* Mary ran 5/8 mile.* Edna ran 2/3 mile.* Lucy ran 3/4 mile.Who ran the longest distance? _______________________On the lines below write a X next to all the fractions that are more than ?. 6/8 _________ b. 5/12 _________ c. 4/5 _________Write these fractions in order from greatest to least: ?, 2/5, 6/10, ?. _______________________Write a fraction in the box to make the statement true.255968519050000Fill in the circle with <, >, or = to make a true statement. Fill in the circle with <, >, or = to make a true statement. Which fraction is greater than 2/5? a. 1/10 b. 2/10 c. 4/10 d. 5/10Write two different fractions that could replace the question mark. 110934517589500_______________ and _________________Write a fraction in the box to make the statement true. 10475659207535 < Write two fractions greater than ? on the lines below. _______________ and _________________4.NF.B.3b – Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition in an equation. Justify decompositions, e.g. by using a visual fraction model. Examples 3/8 = 1/8 + 1/8 + 1/8, 3/8 = 2/8 + 1/8 (Denominators are limited to 2, 3, 4, 5, 6, 8, 10, 12, and 100.)Write 7/8 as the sum of three fractions.Write two different addition sentences to represent the model: 46101012899100__________________________________ and _________________________________Draw and label tape diagrams to model the decomposition.Record this fraction’s decomposition into addition number sentences.3721106962100= ________________________________? + ? + ? = ________________________________Write an expression that shows 3/5 as a sum of unit fractions.Record this fraction as a decomposition of unit fractions using addition.412 = ________________________________Record this fraction as a decomposition of unit fractions using addition.412 = ________________________________Record this fraction as a decomposition of unit fractions using addition.38163529146500 = ________________________________1/8 + 3/8 + 2/8 = _____________________________Write 5/6 as a sum of unit fractions.Write 7/12 as a sum of unit fractions.15. Write 4/6 as a sum of three fractions..1/5 + 3/5 + 2/5 = _____________________________Add.310+210+410=________Add.512+212=_____________Write 7/10 as a sum of 3 fractions. ________________________________Write 5/8 as a sum of two fractions. ________________________________Decompose 4/6 in two different ways using addition. ____________________ and _______________________4.NF.B.3c – Add and subtract mixed numbers with like denominators, e.g. by replacing each mixed number with an equivalent fraction and/or by using properties of operations and the relationship between addition and subtraction. 1. Find the sum. 14641624358700940435435872. Solve.538-118866775215265003. Solve. ___________________399415274955004. Solve.648070372862005. Solve. 88709517589500Solve.10191758841300Solve.8865347957200Solve.Solve.64770082550080835527901800Solve.What value can you write to make the statement true? 2744507874000_____________________________The shaded parts of the fraction strips below represent two fractions. What is the sum of the two fractions?5524509779000_____________________________ 3 35 + 7 45 = ______8 19 – 1 79 = _______3903032483470038989023946900389890292735005054600006121402286000061214010422000What value makes the equation true?6826764914700______________________34290042545004.NF.B.4a – Understand a fraction a/b as a multiple of 1/b. Solve. 12x5Complete the multiplication sentence.2 x211= x111Solve.8 x14 ? x 5 = ___________Complete the multiplication sentence.43=4 x3Complete the multiplication sentence.66=6 x117x 5 Is each product less than 1, equal to 1, or greater than 1? Place each product in the correct box.14x 3 4 x12 13x 1Less than 1Equal to 1Greater than 1 12 x ? = _________________5 x 1/6 = _________________4.NF.B.4 – Multiply a fraction by a whole number. 4.NF.B.4b – Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. 6565904905500762851291465007628512914650073600246800685800-45720000 ? x 12 = _______________________ x 4 = 810 38 x 4 = _______________? x 10 = ______________? x 5 = ______________________ x 6 = 12/10129760417843500 103564829083000 100139513652500 10039726032500 108521519558000 Workbook F 4.NF.C.5 – Express a fraction with a denominator 10 as an equivalent fraction with a denominator 100 and use this technique to add two fractions with respective denominators 10 and 100. 6096001708430089826429093200 Write an expression that is equal to 120/100.Add:210+32100Write the equivalent fraction with a denominator of 100.110=100609600488950061912525082500Write the equivalent fraction with a denominator of 100.61912528003500Add.Subtract.75247582550060003718700680720237041006006352933700073510629210000 410 + 13100 = 9100 + 35100 + 210 = 50100 + 5100 = 17100 + 60100 =67100 + 510 =24100 + 810 =4.NF.C.6 – Use decimal notation for fractions with denominators 10 or 100. 17926054385200 1. Rewrite as a decimal. 7794817758200____________________2. 0.8 = 394335227517003. = 0.91792941205217004. Rewrite as a decimal.___________________5. Rewrite as a decimal.2057404953000___________________99441014900 6. 0.09 = 7. Select whether the equations are true or false.TrueFalseFive students had to write the number 31 5/100 as a decimal. Circle the student(s) that were incorrect.Sam31.500Justin31.05Marcus31.005Tina31,050Nikki31.05031017885595500Write the fraction in decimal format. 309906112584300Convert the following to a decimal.346321412550600303007089600Convert the following to a decimal. 30924502438400034808099906000Convert the following to a decimal. Which fraction is equal to 0.02? a. 2/10 b. 2/100 c. 20/100 d. ?58229532216900Rewrite the sum as a decimal. _______________________Write the amount of money with a dollar sign and a decimal point. 4 dollars + 8 dimes + 6 pennies_______________________74295022860000Write 0.89 as a fraction with a denominator of 100.Rewrite 0.99 as a fraction. _____________________Write 3/10 as a decimal number. _____________________Write 35 9/10 as a decimal number. _____________________Represent 15/100 of a dollar in decimal form, using a dollar sign. _____________________Write 1.19 as a mixed number. _____________________Write 13100 as a decimal. ____________________Write the amount below in expanded form using decimal place value. $6.04____________________Write 12.04 as a mixed number. ____________________Write 5 610 as a decimal.____________________4.NF.C.7 – Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions e.g. by using a visual model. 1. Which comparison is correct? a. 0.5 meter > 0.05 meter b. 0.05 meter > 0.4 meter c. 0.2 meter < 0.04 meter d. 0.4 meter > 0.54 meter 4410449443790002. Which decimal is less than the fraction shaded in the grid?a. 0.46b. 0.50c. 0.36d. 0.403. Shade the decimal amount on the given grids and plot them on the number line. Then use the model to compare the decimals using <, > or =. 0.5 _______ 0.67752475198120004. Compare using <, >, or =. 0.19 _______ 0.2 5. Compare using <, >, or =. 0.89 _______ 0.86. Which three comparisons are correct?A) 0.3 inch > 0.03 inchB) 0.03 inch > 0.2 inchC) 0.2 inch < 0.4 inchD) 0.4 inch > 0.54 inchE) 0.76 inch > 0.50 inchF) 0.54 inch < 0.03 inch7. Place each decimal on the number line; then write an inequality to compare.0.34 ______ 0.288. Which number has the greatest value?a. 0.63 b. 6.30 c. 0.03 d. 0.609. Shade the decimal amount on the given grids and plot them on the number line. Then use the model to compare the decimals using <, > or =. 1.9 _______ 0.95558121270370010. Compare using <, >, or =. 0.8 _______ 0.80Fill in the blanks with <, >, or = to make the comparisons true.0.2 _____ 0.310.35 _____ 0.190.09 _____ 0.110.64 _____ 0.6Place each decimal on the number line; then write an inequality to compare.27790635242500_____ 0.0813. Write the decimals in order from least to greatest.0.70.40.181.9____________________________________14. Fill in the blanks with <, >, or = to make the comparisons true.0.55 _____ 0.640.39 _____ 0.370.41 _____ 0.140.71 _____ 0.65Compare using <, >, or =.1.18 __________ 1.3Write the row of decimals in order from least to greatest. 2.341.985.771.35____________________________________________________Write the decimals in order form greatest to least. 0.98 0.8 1.1 0.09_________________________________________Write the decimals in order from greatest to least.7.357.278.687.79________________________________________________Which decimal is less than the one shown in this diagram?0.900.960.950.94Compare using <, >, or =. 0.27 ______ 0. 321. Which decimals are less than the one shown in this diagram?0.10.220.2322. Put these numbers in order from greatest to least.5.774.334.94.07______________________________________________________Which decimal is less than the one shown in this diagram?0.40.520.80.6Compare using <, >, or =. 13.32 ________ 13. 4425. Write two decimals that are greater than the one shown in the diagram. ___________ and ___________Workbook G4.G.A.1 – Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. 479552021646000Use the following directions to draw a figure in the box to the right.a. Draw two points: ? and ?.b. Use a straightedge to draw ray ???.c. Draw a new point that is not on ray ???. Label it ?.d. Draw ???.Draw a shape that has at least one set of parallel lines and one set of perpendicular lines.Identify at least two of perpendicular lines for the shape. _____________and ________________Draw a set of parallel lines. Draw an acute angle. 519915261006. Draw an obtuse angle. Identify a set of parallel lines. _______________1676400889000Draw a right angle. Write if each is a point, line segment, line, or ray. 67627510795_________________________ _____________24156125101200What type of lines are these? _____________________________733425241935Label each figure as a point, line segment, line, or ray. _______________________________________________Draw a set of parallel lines. 5467352322230014. Draw a shape with one set of perpendicular lines and one acute angle. 42122928687000What type of lines are shown below? _________________________6197604889500Draw a line segment; label it BC. Draw a ray. Label it AB. Draw a shape with 1 obtuse angle. 842645000Draw a set of perpendicular lines. 5911851460500Draw a shape with 1 set of parallel lines. Draw an acute angle. 4.G.A.3 – Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. Draw a line of symmetry through the shape below. 717177815790071672847546600How many lines of symmetry does the shape below contain? Draw them and write the number on the line. __________________71687749085500How many lines of symmetry does the shape below contain? Draw them and write the number on the line. __________________Draw a shape with at least two lines of symmetry. 40322547752000How many lines of symmetry does the shape below contain? Draw them and write the number on the line.__________________67627553340000Half of the figure below has been drawn. Use the line of symmetry represented by the dotted line, to complete the figure. Draw a shape with at least two lines of symmetry. Draw all the lines of symmetry for this shape. 734620125319Draw a shape with 0 lines of symmetry. 66675045720000Tell whether the dotted line on each shape represents a line of symmetry. Write yes or no on the line next to the shape. 753035300542Draw all lines of symmetry for the shape below. 537881179257672353313727Is the dotted line a line of symmetry? __________________Draw lines of symmetry on the shape below. 2267735134434001783976299010How many lines of symmetry does this shape have? __________________1191895236557True or false: The shape below has one line of symmetry. ___________________Is the line below a line of symmetry? 125505961184113851861184___________________Draw a shape with two lines of symmetry. How many lines of symmetry does this shape have? Draw them. 125505987817___________________Draw a shape with no lines of symmetry. Draw all the lines of symmetry for this shape. 1254760193040 Workbook H 4.MD.C.6 – Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. Use a protractor to find the measure of the angle below; then write it on the line. 47464412266700____________________Draw an angle that measures 65°. Draw a right angle. Draw an angle that measures 120°. Use a protractor to find the measure of the angle below; then write it on the line. 5727705468500____________________Use a protractor to find the measure of the angle below; then write it on the line. _________________Draw an obtuse angle. Use a protractor to find and record its measurement on the line. _________________52846929083000Use a protractor to find the measure of the angle below; then write it on the line. _________________Draw an acute angle. Use a protractor to find and record its measurement on the line. _________________Draw an angle that is exactly half as big as a right angle. 63817523749000 Use a protractor to measure the angle._________________Draw an angle that measures 50°.63817517335500Use a protractor to measure the angle. _________________Draw an obtuse angle. Use a protractor to record its measurement on the line. _________________Draw an angle that measures 145°.Which choice best represents ∟ABC?1524000114300067?142 ?100 ?15 ?Draw an angle that measures 25°.62865019558000 What is the angle measurement of Angle UVW?________________________Draw an acute angle. Use a protractor to record its measurement. _________________________Draw an angle that measures 105°. Use a protractor to measure the angle. 77152518986500_____________________Draw a right angle. 44767520066000 What is the angle measurement of Angle GHI?______________________Draw an angle that measures 165°. Draw an angle that measures 53°.4.MD.C.7 – Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measure of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real-world and mathematical problems, e.g., by using an equation with a letter for the unknown angle measure. Find the measurement of Angle A64770010287000__________________Circle the pair of angles that are supplementary angles. 5619751333500Write an equation, and solve for the unknown angle measurements numerically.65722516192500________? + _________? + _________? = __________?c? = _________?Two angles add up to 65°. What could their measurements be? _________________83820023812500Find the missing angle.74295027051000What is the value of A?__________________60960017145000Write and equation and solve for the unknown angle measurements numerically. ________? + _________? + _________? = __________?d? = _________?Two angles are complementary. What could their measurements be?__________________Two angles add up to 87°. What could their measurements be?__________________62865022860000Find the measurement of Angle A. __________________83820026543000What is the measurement of angle X? __________________Two angles add up to 145°. What could their measurements be?__________________101917527305000What is the value of A?______________Write an equation and solve for the unknown angle measurements numerically. 6191252349500________? + _________? + _________? = __________?d? = _________?Angle ABC is complementary. If angle AB measures 13°. What is the measurement of angle BC?____________________Angle JKL is supplementary. If angle JK measures 97°. What is the measurement of angle KL?____________________62928528765500The total of Angle SJ is 75°. What is the measurement of angle J?____________________Angle a measures 23° and Angle b measures 15°. What is the total of angle AB? 1519555444500____________________62704329531200What is the total of angle ABD? ____________________37973026924000What is the measure of angle X?____________________ ................
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